1. TEACHING AND REINFORCEMENT SYSTEMS Lessons learned from a large, urban school district in second year of PBIS implementation T. Joan Fecteau PBIS External Coach Milwaukee Public Schools

2. HISTORY OF PBIS IN MILWAUKEE PUBLIC SCHOOLS (MPS)  Thirty schools launched PBIS during 2009-2010 school year. Schools applied to be accepted to the first cohort after securing buy-in from staff.  Eighty additional schools were trained last spring/summer and are implementing tier one during the current school year. This includes all our highest need high schools.  By the end of next school year, the entire Milwaukee Public Schools district will be using PBIS as the dominant behavioral framework.

3. STAFFING PBIS IN MPS  At the district level:  PBIS is housed under the Department of Family Services.  Two supervisors work with the program coordinator to lead implementation.  Ten district-level external coaches work directly with school teams.  All coaches are also teachers.  External coaches organized by district “regions.”  At the school level:  Each team has one or two facilitators (internal coaches) to lead efforts at their school.  Teams are formed in different ways, based on school needs. All teams are voluntary and span school community.  Successful teams have strong administrative support.

4. TIER ONE TEACHING STRUCTURES  School teams develop teaching plans and monitor implementation (often with incentives for teachers).  Typical models:  Classroom-based (using behavioral lesson plans).  Whole school teaching via assemblies, videos, skits, or “centers” with individual lesson plan follow-up in classrooms.

5. EXAMPLES OF TEACHING PLANS

8. ASSURING FIDELITY OF TEACHING: ROLE OF THE COACH  External coaches are in buildings observing and listening to teachers. Coaches offer ideas, feedback and support.  Encouraging teams to develop clear teaching calendars or plans for whole year.  When data shows decline or lack of improvement, coaches frame discussion around fidelity of teaching. Good coaching is built by creating on strong, meaningful relationships.

9. SOME EXAMPLES Clip from elementary teaching assembly Middle School students teaching expectations to younger students  (video will be embedded)

10. ACKNOWLEDGEMENT SYSTEMS

11. COACHING AROUND ACKNOWLEDGEMENT SYSTEMS  Two keys for coach to determine:  What is the level of buy-in regarding acknowledgement from school staff?  Sustainability: how much time do staff have for maintaining a school-wide system?  Provide professional development and research to support appropriate acknowledgement.  Help staff reconcile varying approaches, like “Love and Logic.”  Institute structures so systems can be managed by changing staff.  Often-cited barriers:  $$$$$$$!  Time  People  Role of coach to find creative solutions to barriers and NOT play into admiring the problem.  Explore and encourage no/low cost acknowledgement systems.  Model acknowledgement in buildings, with students and teachers.

14. Green Bay Avenue (K-8)